要不要回家作业？什么才是回家作业？

liya1972

原帖由 笨鸟飞飞 于 2011-9-22 12:34 发表
我上学时数学化学物理都很好，但是大学学了文科，到现在化学物理统统忘光光，数学只能用上加减乘，连除法都基本忘光。可惜我的学生时光，花费了那么多时间在一辈子都用不到的知识上，而对生活有用的很多知识技能却来没有学过。

可怜国内的孩子们 本来应该玩耍的 本来应该和一家人快快乐乐购物或者旅游的 结果一家人都困在了永远也做不完的功课中 到大学或者高中选方向的时候再学数理化高级一点的知识噻

天眼

私校布置作业不？

patrickzhu

原帖由 天眼 于 2011-9-22 15:58 发表
私校布置作业不？

我想肯定有的吧。
等上私立的家长来回答。

jinluo

有私校从Prep就有家庭作业，每个term一个project家庭作业。有公校三年级开始有家庭作业。

众禾土生

我问过一个三年级私校的小孩子，他们还是每天读一本书

lotus1993

我同意专家的话，回家作业对学习无用。原因是澳洲小学生的回家作业量不够大，难度不够深，如果有补习班那么大的量那样的难度就对学业有帮助了。

缓缓

九江3名小学生相继跳楼 称：死了就不用写作业 三人在家里赶了一天的作业后，还是无法完成学校布置的作业。这时，年纪稍大点的孔欢提出了一起跳楼的想法。“我不想跳，但是大家手拉着手就跳下去了”。黄婉婷说，她内心其实很害怕跳楼，可是她也很害怕没完成作业被老师罚站

patrickzhu

原帖由 D妈妈 于 2011-9-22 19:24 发表
九江3名小学生相继跳楼 称：死了就不用写作业 三人在家里赶了一天的作业后，还是无法完成学校布置的作业。这时，年纪稍大点的孔欢提出了一起跳楼的想法。“我不想跳，但是大家手拉着手就跳下去了”。黄婉婷说，她内心其实很害怕跳楼，可是她也很害怕没完成作业被老师罚站

很震惊。。。
无语。

weiwei

可怜的中国小孩子！

飘啊飘

原帖由 lotus1993 于 2011-9-22 18:47 发表
我同意专家的话，回家作业对学习无用。原因是澳洲小学生的回家作业量不够大，难度不够深，如果有补习班那么大的量那样的难度就对学业有帮助了。

看第一句的时候，想哇，这是莲花吗？？
在看后面，是的。
作业量太小！

lotus1993

原帖由 飘啊飘 于 2011-9-22 20:45 发表

看第一句的时候，想哇，这是莲花吗？？
在看后面，是的。
作业量太小！

中国的小学与澳洲政府小学在回家作业上走了两个极端。

v+h

如果local 都听专家的话，那么精英中学更是移民的天下。

baihu

同意41#，根本在于太极端了。看看银行的职员，50，100，150，......怎一个脑残！
若不要HOMEWORK，那赶紧把地下挖深点，吃完等别人来灭吧！

irenejicn

原帖由 baihu 于 2011-9-23 09:49 发表
同意41#，根本在于太极端了。看看银行的职员，50，100，150，......怎一个脑残！
若不要HOMEWORK，那赶紧把地下挖深点，吃完等别人来灭吧！

50, 100, 150是什么故事啊

aus2005

原帖由 baihu 于 2011-9-23 09:49 发表
同意41#，根本在于太极端了。看看银行的职员，50，100，150，......怎一个脑残！
若不要HOMEWORK，那赶紧把地下挖深点，吃完等别人来灭吧！

不至于吧，算术不好，也没关系，not a big deal. 算术好又怎样了，其实也没什么。

mikey

我小时候特佩服街上卖菜的农民和小贩，算的又准又快，现在还是还佩服，可惜了这些人才。

ttmum2

有一次孩子理发后付钱，11.50，我给了一张20钞票、一个2块、一个5毛硬币，折腾了一会人家说，我还是从20找吧，11.5, 这是你的，16.5...18.5...19.5....20。后来我想，人家思维不一样，只用加法，而我老是用减法，以为是省事，反而是多事了。

dlvp1234

很同意aus2005在20#的说法，回想一下，其实中国的大学教会我的就是看问题和思考的方法，其他什么公式定理，专业知识等等的早就丢光了。但看问题和思考的方法却是可以一辈子受用无穷的。

在澳洲受教育的ABC真的很幸运，没有国内同年纪的孩子那么多作业和压力，还可以接触不同的文化和教育，我们为人父母能做的就是把自己认为有用的知识和经验教给他们，至于功课，对于打基础的小学生来说，真是必须和不算多的（上几个补习班的不算）。

patrickzhu

Should children do traditional homework? The Question
September 24, 2011

Opinion

"Children work all day, go home and do more," says Sue Thomson. Photo: Craig Abraham

Schools are under pressure from parents and academics advocating more, less or something different.

patrickzhu

The radio presenter Alan Jones doesn't believe in homework because children should have time to play outside and learn skills that only time after school with your family can teach. Normally, I would agree. But do children today have these types of experiences after school?

Families are so busy working that when children come home, they often sit in front of the TV for hours or play computer games. Children spend hours every day networking on Facebook. Exhausted parents do not realise just how dangerous these modern technological tools can be.

Advertisement: Story continues below Technology can open a world of excitement to children. Yet it can also glorify gangster lifestyles through MTV, and encourage the use of bad language and ''text speak'' in social networking.

An hour of homework a night distracts children from such activities and enables them to practise what they were taught at school. Excellent learning requires constant revisiting, and homework is the perfect tool to reinforce facts and skills. Teachers often find that children forget what they learnt the day before. At high school, you may not see your history or geography teacher for a few days until the next lesson. Without any homework in between to bridge the gap, often teachers take two steps forward, then one step back in the following lesson.

It is the school's responsibility to inform parents that homework has been set - easily done through a diary system. The school should also ensure the homework set is of quality and not some assignment that can essentially be downloaded from the internet. Equally, it is the parents' responsibility to ensure homework gets done.

No one said raising children was easy. I am a teacher from Britain, and I believe similar cultural trends exist all over the Western world: if something is hard, better to give it up rather than work harder to achieve it. Do teachers want to mark homework? No. Do parents want to make children do homework? No. And if children themselves don't want to do it, the conclusion seems simple. But we have a responsibility to give children the best opportunities to learn, and homework is a crucial part of learning.

Katharine Birbalsingh is a teacher and the author of To Miss With Love (Penguin).

patrickzhu

Homework, traditionally defined as tasks teachers give students to complete at home, is a complicated area of educational research. It involves highly complex interactions between factors such as parental involvement, student capabilities, teacher attitudes and practices, classroom environments, and school cultures and policies.

However, some things can be said about homework with a reasonable degree of research support.

First, homework varies according to the subject, so what can be said about homework in one field, such as maths, is not relevant in other curriculum areas, such as humanities.

Second, homework has a clear value in improving academic achievement only in the senior years of high school. It has not been shown to improve the achievement of children in the early years of primary school. It has negligible benefits in the higher grades of primary school and very limited benefits in junior high school. At the senior high school level, homework benefits the achievement of about 45 per cent of students.

Third, homework helps develop independent and self-directed learning. This has only been shown to occur when students receive scaffolded support from their parents in primary or junior high school. Many parents are not able to provide this support.

Fourth, homework outcomes depend on the quality of tasks. High-quality homework tasks are well prepared, interesting and challenging, but not overtaxing. Low-quality homework is repetitive, boring and too easy or difficult for students. High-quality tasks motivate students, encourage them to invest effort in their homework, and lead to improved outcomes. Low-quality homework has adverse effects on motivation, effort and on achievement outcomes.

Fifth, setting high-quality homework is difficult for teachers because the capabilities of every student in a class have to be taken into account. Teacher education courses, mostly, do not have the time to help develop these skills.

Sixth, students report more negative emotions when working on homework than when working on class work. To enhance homework motivation, students need to be given some autonomy and choice in relation to their tasks. This does not commonly occur in schools.

So the answer to the main question is both yes and no. Traditional homework does have benefits but there is scope for reform.

Richard Walker is associate professor of educational psychology at the University of Sydney and is writing a book on reforming homework.

patrickzhu

I took the job of writing this article home one night this week, but after a long day at work I really didn't feel like doing it. So here I am first thing in the morning doing it before I start work again.

I have three perspectives on homework. When I was a maths teacher, the school policy was that we should set homework at least twice a week. Why? "It's good for kids to learn time management and discipline." I wondered about that at the time, and after a few years of teaching knew that assigning traditional homework did no such thing. Children who understood what was going on in class whipped through their homework and probably got a bit of benefit in terms of reinforcement. Those who didn't understand just didn't do it, or struggled for hours longer than they should have.

As a researcher, the data from international assessments such as the Trends in International Mathematics and Science Study tell me the relationship between homework and achievement is not straightforward. There is a positive correlation between the two up to about 1½ hours of homework in year 8, but then the relationship is in the opposite direction.

Probably that is because it is the students who have problems in class who spend too much time on their homework. Why is it that we expect children who struggle in class to be able to finish the exercise they were lagging behind in at home with no support? By year 8, it is unlikely that many parents will be able to help, layering frustration on top of feelings of underachievement and making children hate learning.

Meta-analysis of research by John Hattie in New Zealand and Harris Cooper in the US has cast doubt on the benefits of homework, but still it is the norm that children work all day at school, then go home and do a couple more hours.

As a parent, homework became the bane of my life. It was usually boring and repetitive, but at times enormously demanding (such as the task of building a volcano). My children were lucky that they had parents with the time and resources to be able to help them - what about those whose parents or parent work a couple of jobs, or have poor language skills?

I wanted to talk to my children about their day, read with them, cook dinner with them. That is what homework should be.

Sue Thomson is the director of educational monitoring and research at the Australian Council for Educational Research.

patrickzhu

Jonathan Cannon是North Parramatta的一所教会学校Redeemer Baptist School的校长，下面是他的发言。

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SMH报社也给了我回家作业 - 我得写一篇关于回家作业的文章。我不喜欢这个回家作业。给我的时间只有一天的时间来完成这个回家作业。并且这个回家作业要要求有只能写400个字。

而且，我的作业会给最苛刻的评委来审阅，也就是公众，包括学生，老师和家长。

回家作业制造紧张。 There is the tension of requirement: the student may get a detention if he or she fails to complete the homework. There is the tension of assessment: the student's future pathways are being determined by the quality of the work completed at home. There is the tension of alternatives: the student may prefer kicking a ball or visiting friends. There is the tension of exerting effort: it's much easier to do anything else than work, like sleeping or watching television.

Is the tension worth it? Dr Etta Kralovec, co-author of The End of Homework, says ''homework simply doesn't make sense in this brave new constructivist world of teaching and learning''. But common wisdom tells us that many hours of extra effort are required for a swimmer to win gold at the Olympics. A couple of hours with a coach each week is just not enough. Practice makes perfect.

Many additional hours of revision and familiarisation are required to become immersed in the discipline before a maestro performance. Every subject taught at school also requires directed practice and recapitulation to reinforce and improve skills and understanding.

The discipline of doing what is required has value. But beyond that discipline there is also the spark of interest that feeds excellence. Many of the students at my school have become enthused by original scientific research or music composition or football or poetry - and spent many more creative hours than could be demanded towards outcomes that attract the attention of experts and the media.

Finally, we live in a competitive world. It would be of great benefit to my students if all the other schools decided homework was not necessary. Then my students could trump them all. But I am sure most schools will continue to direct study both at school and at home to coach their students towards a goal beyond competence towards excellence. And surely this is what we all desire for our common future good.

[ 本帖最后由 patrickzhu 于 2011-9-25 22:57 编辑 ]

dlvp1234

Fifth, setting high-quality homework is difficult for teachers because the capabilities of every student in a class have to be taken into account.

I think this is mission impossible.

缓缓

小学作业太少的话，那时候“中小衔接”又会出问题了。

中学里，assignment 不少